In the 2020s, the digital competences were part of the framework of 8 key competences of the European citizen for lifelong learning, employability, territorial mobility and social integration. Today, DICOMP2.2 remains an issue for Europe’s Digital Decade for 2030. In the framework of trainings leading to Chartered engineer, this document presents a learner-centered hybrid teaching scenario to support the development of Computational and Algorithmic Thinking (CAT). It is based on a progressive formative Self and Cross Peer Review (SCPR) that revolves around digital self-assessment, a flipped classroom and a Rapid Application Development with peers. This design enables a new standard to be deployed for different audiences, allowing them to benefit from the collective expertise of peer review through self-assessment and cross-assessment in a team. It is also relevant in terms of strengthening interdisciplinary skills and professional style for chartered engineers whose professional goal is not to become computer programmers. The learning performance is questioned on the basis of quantitative and qualitative data from two groups’ satisfaction surveys, with an emphasis on the satisfaction level, success to final examination and impact of the previous training path.